12.3 *Era of Good Feelings* and *Age of Jackson* Review

14.3 “Era of Good Feelings” and “Age
of Jackson” Review
Standards
• 8.4.2 Explain the policy significance of famous
speeches (e.g., Washington’s Farewell Address,
Jefferson’s Inaugural Address, and John Q. Adams’s
Fourth of July 1821 Address).
• 8.4.3 Analyze the rise of capitalism and the
economic problems and conflicts that accompanied
it. (e.g., Jackson’s opposition to the National Bank;
early decisions of the U.S. Supreme Court that
reinforced the sanctity of contracts and a capitalist
economic system of law).
Standards cont.
• 8.5.2 Know the changing boundaries of the
United States and describe the relationships the
country had with its neighbors (current Mexico
and Canada) and Europe, including the influence
of the Monroe Doctrine, and how those
relationships influenced westward expansion and
the Mexican-American War.
• 8.6.2 Outline the physical obstacles to and the
economic and political factors involved in building
a network of roads, canals, and railroads (e.g.,
Henry Clay’s American System).
Standards cont.
• 8.8.1 Discuss the election of Andrew Jackson as president
in 1828, the importance of Jacksonian democracy, and
his actions as president (e.g., the spoils system, veto of
the National Bank, policy of Indian removal, and
opposition to the Supreme Court).
• 8.8.2 Describe the purpose, challenges, and economic
incentives associated with westward expansion, including
the concept of Manifest Destiny (e.g., the Lewis and Clark
expedition, accounts of the removal of Indians, the
Cherokees’ “Trail of Tears” settlement of the Great Plains)
and the territorial acquisitions that spanned numerous
decades.
Essential Questions
1. How was the power of the federal
government strengthened during the Era of
Good Feeling?
2. How did U.S. foreign affairs reflect new
national confidence?
3. How did the people gain more power during
the Age of Jackson?
4. Why did Jackson use force to remove
Indians from the Southeast?
5. How did old issues take a new shape in the
conflict over a national bank and tariffs?
Video Review
• Pay attention while watching the video and
keep in mind these key words:
-Nationalism
-Monroe Doctrine
-Suffrage
-Second Bank of the US
-State’s Rights
-Nullification
Video Questions
1. How does the Monroe Doctrine reflect the
feeling of optimism present in the 1820’s?
Answer:
• Greater sense of nationalism and patriotism
led to the U.S. to declare the Monroe
Doctrine to the European powers.
• Monroe Doctrine warned European power
to not interfere with Latin America.
2. What policies showed Andrew
Jackson’s concern for ordinary
people?
Answer:
• Increased suffrage (right to vote) and
the veto of the Second Bank of the
U.S., which he felt favored the
wealthy.
2nd Video Review
• Pay attention while watching the
videos and keep in mind these key
words:
-Cherokee Nation
-Indian Removal Act
-Trail of Tears
Video Questions
• 1. How did the Cherokees change their
lives and society to try to adapt to the
ways of White Americans?
Answers:
• They began to farm and live in log cabins,
and they form a government similar to
the U.S. with a constitution.
2. Is the name “Trail of Tears”
appropriate for the Cherokees’
journey west? Why or Why not?
Answer:
Most would say yes. The Cherokee
were force to leave their ancestral
lands and many died on the trip to the
Indian Territory (Oklahoma).
Primary Source and Questions
• Read the primary source on textbook pg. 627
and answer questions pertaining to the reading.
It reviews an outsider’s view of American
democracy during the Age of Jackson.
• Before you start to read:
-Review the questions.
-Review the vocabulary builder.
-Read the background information.
-Read the primary source.
-Answer the questions.
Questions and Answers
1. According to Tocqueville, who controls
the American government?
Answer:
The people control the government in the
USA.
“the people…make the law…form the
jury…name their representatives…who
direct…”
2. How does Tocqueville’s view of
American government fit what you have
learned about the Jackson era?
Answer:
Increased suffrage increased involvement
of everyday people in government, from
voting and holding office.
“…citizens who, either by taste or by
interest, sincerely desire the good of the
country.”
3. How does Tocqueville describe what he
sees as the typical American? What
people today might fit Tocqueville’s
description?
Answer:
The typical American is an innovator
(someone who sees and creates in new
ways). Anyone who is successful in any
field, for example in business or
economics, the arts, and politics.
Pop Quiz
• Number your notebook 1-5.
• After viewing a political
cartoon, name the main
concept it is representing.
• I want to improve the
economic of the United
States by doing these
three things.
-Support the National
Bank.
-Have a protective tariff.
-Improve infrastructure.
Answers
1. Henry Clay’s American System
2. Supreme Court case, Gibbons v. Ogden,
Which stated that only the federal
government can regulate interstate trade.
3. Monroe Doctrine, warned European power
not to reestablish colonies in Latin America.
4. Spoils System.
5. Indian Removal Act or Trail of Tears.
Comic Strips (Score of 4)
• Main Heading
• Four Frames, each frame must be:
-Labeled
-Outlined in pen.
-Colored illustration.
-Bubble writing or description.
• Heading in the back.
-Full Name
-Period
-Date
Comic Strip Topics
• Supreme Court Cases
-Dartmouth v. Woodward
-McCulloch v. Maryland
-Gibbons v. Ogden
-Worcester v. Georgia
• Andrew Jackson’s Presidency
-Increased Suffrage
-Spoils System
-Veto of the National Bank
-Nullification
• Indian Removal
-Cherokee Nation
-Seqouyah
-Indian Removal Act 1830
-Trail of Tears
• Henry Clay’s American System
-Dumping
-Protective Tariff
-National Bank
-Infrastructure
• Monroe Doctrine
-Adams-Onis Treaty
-Adams July 4, 1821 speech
-Independence of Mexico,
Central, and South America
-Monroe Doctrine
Study Guide pg. 108
• Copy down and complete the
study guide on page 108. The
study guide reviews the main
concepts of the unit.
• Use your notebooks starting on
pg. 11.1 or textbook pages 214241.
Test Review Questions
• For your test review:
• To receive full credit for the test review, create
18 test questions with answers.
• Use the standards and notes (starts on page
11.1 in your notebook) to create your
questions.
• You need to have at least three questions for
each standard.
• It is due the same day of the test which is
scheduled for Oct. 31, 2012.
• Good Luck.